延吉市第四中学亲情主题课文教学现状调查与分析
发布时间：2018-11-13 17:07
【摘要】：亲情是人类重要的情感,亲情主题课文在教材中也很常见。人教版初中语文教材第七册专门开辟一个亲情主题单元,收录了贴近生活、文质兼美、通俗易懂的亲情主题课文,教材其他部分也有亲情主题课文,可见亲情主题课文的重要性。语文教材中亲情主题课文会给学生带来美的享受,而且传达的中国传统孝道思想,亲情和感恩、奋斗等价值观对学生的人格和语文素养的形成也会产生潜移默化的塑造作用。延吉市第四中学在亲情主题课文教学上,首先关注亲情教育,通过亲情主题课文教学培育人的情感世界,培养学生的人文素养。其次重视用语言创设亲情情境,教师善于运用感召性、渲染性语言创设亲情情境。再次以语言品味激发学生情感,教师主张让学生在轻松的品味赏析中,促进学生对课文的理解和对亲情的感悟。最后学生对亲情主题课文兴趣较高,大部分学生喜欢亲情主题课文,在质疑、讨论、发言等方面比较积极,课堂表现比较活跃。但仍存在一些不足。第一,教学情境创设方式较为单一,教师较多的运用教师语言创设情境,其他情境创设方法运用不多。第二,亲情主题课文教学活动缺乏整合,一些活动经常开展,一些活动则开展较少。第三,学生亲情观念有待提高,亲情主题课文教学中传达的美好亲情没有真正融进学生内心,学生在思想、行为上受到的熏陶感染有限。针对延吉市第四中学亲情主题课文教学中的现状,教师要运用多种方法创设情境,善于运用多媒体、演讲、辩论,表演课本剧、家庭剧等课堂趣味活动方法创设情境,在课堂教学环节中注重设置导入、激情诵读、联系实际;提高亲情主题课文驾驭能力,针对不同类型的亲情主题课文,进行有区别的教学,加强对亲情主题课文的综合利用;注重开展亲情教育活动,从实践活动中丰富学生情感和体验,提高语文素养和人文素养。学生要加强情感类相关文本延伸阅读,主动阅读,多渠道阅读;积极投入学校、家庭及更广阔的社会环境中的亲情实践。家庭注意营造和谐家庭气氛,互敬互爱,为学生阅读亲情主题课文打下生活基础;引导子女树立正确亲情观,以身作则,树立榜样。本文依据从延吉市第四中学获得的第一手资料,进行细致的归类统计,尽量避免论述中的主观性、随意性。但因为笔者能力有限,以及亲情主题课文的内涵之丰富,论述中难免有不到之处,笔者会在以后的教学中继续探索。
[Abstract]:Kinship is an important emotion of human beings, and the text of family theme is also very common in textbooks. The seventh edition of the junior middle school Chinese teaching material opens a special family theme unit, which includes the text of the family theme close to life, the quality and beauty of the text, and the easy-to-understand text. The other parts of the textbook also have the text on the subject of kinship. We can see the importance of the text. The text of kinship theme in Chinese textbooks will bring beautiful enjoyment to students, and the values of traditional Chinese filial piety, kinship and gratitude, struggle and so on will have a subtle role in shaping students' personality and Chinese accomplishment. In the fourth middle school of Yanji City, we should first pay attention to the family education, cultivate the emotional world and cultivate the humanistic accomplishment of the students through the teaching of the text on the subject of kinship. Secondly, teachers pay attention to creating kinship situations with language, teachers are good at making use of inspirational, rendering language to create kinship situations. Thirdly, the students' emotion is stimulated by language taste, and the teacher advocates that students should be able to understand the text and their family feelings in the process of relaxed taste appreciation. In the end, the students are more interested in the family theme text, most of them like the family theme text, they are more active in questioning, discussing, speaking and so on, and the classroom performance is more active. However, there are still some shortcomings. First, the teaching situation creation method is relatively single, teachers use the teacher language to create the situation, the other situation creation method is not much. Secondly, the teaching activities of kinship theme text are lack of integration, some activities are often carried out, and some activities are less. Third, the students' concept of kinship needs to be improved, the good kinship conveyed in the teaching of the text of kinship theme does not really melt into the students' hearts, and the influence of the students' thoughts and behaviors is limited. In view of the present situation in the teaching of family theme texts in the fourth middle school of Yanji, teachers should use various methods to create situations, be good at creating situations by using multimedia, lectures, debates, performances of textbook plays, family dramas, and so on. In the classroom teaching link pay attention to setting up the introduction, reading passionately, connecting with the reality; Improve the ability to master the text of the family theme, aiming at different types of family theme text, carry on the different teaching, strengthen the comprehensive utilization of the text of the family theme; Pay attention to carrying out kinship education activities, enrich students' emotion and experience from practical activities, improve language literacy and humanistic literacy. Students should strengthen extended reading, active reading and multi-channel reading, and actively engage in the practice of kinship in school, family and wider social environment. The family pays attention to build harmonious family atmosphere, respect and love each other, lay the foundation for students to read the text of family love theme, guide children to set up the correct view of family affection, set an example by example. Based on the firsthand data obtained from the fourth middle school of Yanji, this paper makes detailed classification and statistics to avoid subjectivity and arbitrariness in the discussion as far as possible. However, due to the limited ability of the author and the rich connotation of the text on the subject of kinship, it is inevitable that there is no place in the discussion, and the author will continue to explore in the future teaching.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2329783
[Abstract]:Kinship is an important emotion of human beings, and the text of family theme is also very common in textbooks. The seventh edition of the junior middle school Chinese teaching material opens a special family theme unit, which includes the text of the family theme close to life, the quality and beauty of the text, and the easy-to-understand text. The other parts of the textbook also have the text on the subject of kinship. We can see the importance of the text. The text of kinship theme in Chinese textbooks will bring beautiful enjoyment to students, and the values of traditional Chinese filial piety, kinship and gratitude, struggle and so on will have a subtle role in shaping students' personality and Chinese accomplishment. In the fourth middle school of Yanji City, we should first pay attention to the family education, cultivate the emotional world and cultivate the humanistic accomplishment of the students through the teaching of the text on the subject of kinship. Secondly, teachers pay attention to creating kinship situations with language, teachers are good at making use of inspirational, rendering language to create kinship situations. Thirdly, the students' emotion is stimulated by language taste, and the teacher advocates that students should be able to understand the text and their family feelings in the process of relaxed taste appreciation. In the end, the students are more interested in the family theme text, most of them like the family theme text, they are more active in questioning, discussing, speaking and so on, and the classroom performance is more active. However, there are still some shortcomings. First, the teaching situation creation method is relatively single, teachers use the teacher language to create the situation, the other situation creation method is not much. Secondly, the teaching activities of kinship theme text are lack of integration, some activities are often carried out, and some activities are less. Third, the students' concept of kinship needs to be improved, the good kinship conveyed in the teaching of the text of kinship theme does not really melt into the students' hearts, and the influence of the students' thoughts and behaviors is limited. In view of the present situation in the teaching of family theme texts in the fourth middle school of Yanji, teachers should use various methods to create situations, be good at creating situations by using multimedia, lectures, debates, performances of textbook plays, family dramas, and so on. In the classroom teaching link pay attention to setting up the introduction, reading passionately, connecting with the reality; Improve the ability to master the text of the family theme, aiming at different types of family theme text, carry on the different teaching, strengthen the comprehensive utilization of the text of the family theme; Pay attention to carrying out kinship education activities, enrich students' emotion and experience from practical activities, improve language literacy and humanistic literacy. Students should strengthen extended reading, active reading and multi-channel reading, and actively engage in the practice of kinship in school, family and wider social environment. The family pays attention to build harmonious family atmosphere, respect and love each other, lay the foundation for students to read the text of family love theme, guide children to set up the correct view of family affection, set an example by example. Based on the firsthand data obtained from the fourth middle school of Yanji, this paper makes detailed classification and statistics to avoid subjectivity and arbitrariness in the discussion as far as possible. However, due to the limited ability of the author and the rich connotation of the text on the subject of kinship, it is inevitable that there is no place in the discussion, and the author will continue to explore in the future teaching.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
【参考文献】
相关期刊论文 前10条
1 于成章;;在语文教学中渗透情感教育[J];文学教育(下);2016年11期
2 曾琴;彭竣;;浅谈情感教育在阅读的教学[J];教育现代化;2016年29期
3 杨东平;;重新认识应试教育[J];北京大学教育评论;2016年02期
4 赵悦彤;;浅析初中语文阅读教学实施审美教育的途径与方法[J];辽宁教育行政学院学报;2015年06期
5 欧小敏;;情感教育 人格升华——简论初中语文阅读教学的情感渗透[J];学周刊;2013年36期
6 袁小宇;;愿亲情树茁壮成长——教学《散步》的启示[J];中国校外教育;2013年10期
7 邱兴宇;;语文教学中实施亲情教育例谈[J];教学与管理;2012年30期
8 李旭萍;李红梅;戴君;;初中语文阅读教学中情感教育的探讨[J];黑龙江教育学院学报;2012年09期
9 张萍萍;;亲情题材作品在教科书中呈现的问题及策略建构——以人教版、苏教版、语文版初中语文教科书为例[J];语文建设;2012年11期
10 赵新华;;中学古代诗文教学中的亲情教育[J];内蒙古师范大学学报(教育科学版);2011年08期
相关硕士学位论文 前10条
1 常亚楠;人教版初中语文亲情题材作品教学研究[D];内蒙古师范大学;2016年
2 裴亚楠;人教版初中亲情题材散文教学设计研究[D];内蒙古师范大学;2016年
3 娄再玉;人教版初中语文教材中亲情题材散文的教学研究[D];陕西师范大学;2016年
4 张雅婷;现行人教版初中语文教材中亲情教育内容课文选编研究[D];湖南科技大学;2015年
5 臧娜;高中古诗文关于“亲情”主题的教学研究[D];上海师范大学;2015年
6 刘芳;高中阅读教学的情感教学研究[D];苏州大学;2014年
7 王凌波;在阅读教学中提升中学生人文素养的思考[D];海南师范大学;2014年
8 刘军;中学语文教材中亲情题材作品的价值分析及教学研究[D];陕西师范大学;2013年
9 庄雪玫;初中语文教学中的情感教育研究[D];华中师范大学;2012年
10 崔月芳;初中语文亲情教育研究[D];苏州大学;2011年
，本文编号：2329783
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2329783.html
